Linking the Two Using the Habits of Mind to Develop the Key Competencies for Life-Long Learning Written by Trudy Francis
The new curriculum signifies a paradigm shift in terms of what is taught and how it is taught. It emphasises the principles, values and key competencies necessary for learning in the 21st Century. According to the Ministry of Education, key competencies are “the capabilities people need in order to live, learn, work and contribute as active members of their communities.” For many, the key competencies are a whole new dimension. At the very least they raise questions about how they will be taught and whether or not they should be assessed. These concerns may become clearer when we make cogent links between the Habits of Mind and the Key Competencies. Access to sustained professional development that assists teachers to plan and teach in ways that immerse the key competencies (Habits of Mind) in authentic learning contexts may also help. The definitions of the key competencies written in the new ‘New Zealand Curriculum’ indicate change, but how they will be dealt with is a hot topic. Some people think they are not so different from the essential skills, or that it’s just a new spin on what they have always done. Other people believe it is not the responsibility of the teacher to fix the woes of society – that knowledge takes precedence over all else. However, most educators will consider the key competencies in light of empowering students to achieve their best, experiencing success not only as a learner but personally too. Teachers who care will make a difference in relation to learning outcomes for students. Teachers who care tend to be more holistic in their approach. They realise the importance of developing reciprocal connections: socially, emotionally and physically, and how these connections have a significant impact on growing our intellectual capacity. Our perception of intelligence is important as it will influence how we relate to the students in our classrooms. For example, if we perceive intelligence to be innate (we have it or we don’t) the judgements we make on a daily basis will limit achievement. In contrast the Habits of Mind are based on the premise that intelligent patterns of behaviour can be taught. Aligning the Education Ministry’s vision - for educating 21st Century learners in developing the key competencies - with the philosophical goals of the Habits of Mind, enables students to develop habits of behaving intelligently. The Habits of Mind are a composite of a variety of skills, attitudes, behaviours and values, and are influenced by past experiences and inclinations. Key Competencies and Habits of Mind both… §Include knowledge, skills, attitudes and values §Create and critique knowledge §Aim to develop common good and social responsibility §Enlist performance-based actions, behaviours, choices and assessment §Develop dispositions for life-long learning §Develop critical reflection skills §Integrate the holistic and complex §Focus on identity: the student voice §Makes links to others, home and the world they live in §Use knowledge to carry out meaningful tasks §Explicitly train learners to think §Value inclination, sensitivity, capability, commitment, motivation and discernment The Habits of Mind are not a definitive list of intelligent patterns of behaviour; however, sixteen habits have been identified as a result of research of successful people in all walks of life: mechanics, teachers, entrepreneurs, salespeople, parents, scientists, artists and mathematicians. These sixteen habits can be taught, cultivated, observed and assessed. According to Costa and Kallick, the habits are: persistence, managing impulsivity, listening with understanding and empathy, thinking flexibly, thinking about thinking (Metacognition), striving for accuracy, questioning and problem posing, applying past knowledge to new situations, thinking and communicating with clarity and precision, gathering data through all senses, creating, imagining, innovating, responding with wonderment and awe, taking responsible risks, finding humour, thinking interdependently and remaining open to continuous learning. We draw on these habits most when faced with ambiguity, dilemmas, and paradoxes when solving complex intellectual, emotional or social problems. The key competencies and Habits of Mind have synchronicity. The Habits of Mind are one way in which teachers can develop the key competencies in learners. Many schools are using the Habits of Mind to enable learners to think and perform at much higher levels, thus achieving more. Defining both concepts and describing them in our own words deepens our understanding. To begin with, it’s like being a non-English speaking student assimilated into one of our classrooms. The cultural tools, language and expectations are foreign and must, at times feel overwhelming. Clusters of Habits of Mind can more explicitly develop the competencies. Both are best developed within a curriculum model that authentically engages students in real-world learning contexts. The language of the competencies and Habits of Mind, the curriculum model and any thinking tools we may use with them will take time to become established. As will the expectations in relation to assessing performance. As with the ESOL student, perhaps total immersion will enable us to make sense of these new influences better. From this a process of synthesis will enable each school to create a thinking culture that is uniquely theirs. Infusion of the Habits of Mind and the key competencies demonstrates value and commitment to them. The culture of a Habits of Mind school would be evident in the classrooms. For example there will be: §posters (made by children as well as bought ones) that promote the language and heightens awareness of their attributes §examples of topical events and/or people used to explore and identify successful dispositions §rewards for use of the Habits/Key Competencies §behaviour management plans based on the Habits/Key Competencies §dual learning intentions in all curriculum areas Capability in the Habits of Mind / Key Competencies will increase when we explicitly engage learners in using desirable dispositions in authentic contexts. Development in the competencies is complex and often context specific. We may be very persistent in achieving something we desire or enjoy, but lack it in areas that are not as intrinsically motivating. Research suggests that for us to internalise deep understandings and successful dispositions we must be placed in positions where we transfer and apply what is known into new situations. Students will become more sensitive to employing intelligent patterns of behaviour when they realise the value for themselves. Their commitment to improving their performance will become more consistent. Thoughtful planning to engage students with particular dispositions in authentic contexts takes time and is best shared with colleagues. Plans like these are not recipes; they require us to research and define the essence of the Habit of Mind and then design learning experiences where the students are caused to use the disposition. The role of the teacher is critical. The teacher is required to model successful dispositions and to facilitate co-construction of understanding rather than being a dispenser of knowledge. Teachers are practical and busy people. Real strategies and proof that these newer influences will make a difference in student outcomes cause us to become more committed. More importantly though, is teacher passion for the Key Competencies and excitement in relation to further developing them in ourselves and in the young people we are responsible for.
Using the Habits of Mind to Develop the Key Competencies for Life-Long Learning
Written by Trudy Francis
The new curriculum signifies a paradigm shift in terms of what is taught and how it is taught. It emphasises the principles, values and key competencies necessary for learning in the 21st Century.
According to the Ministry of Education, key competencies are “the capabilities people need in order to live, learn, work and contribute as active members of their communities.”
For many, the key competencies are a whole new dimension. At the very least they raise questions about how they will be taught and whether or not they should be assessed. These concerns may become clearer when we make cogent links between the Habits of Mind and the Key Competencies. Access to sustained professional development that assists teachers to plan and teach in ways that immerse the key competencies (Habits of Mind) in authentic learning contexts may also help.
The definitions of the key competencies written in the new ‘New Zealand Curriculum’ indicate change, but how they will be dealt with is a hot topic. Some people think they are not so different from the essential skills, or that it’s just a new spin on what they have always done.
Other people believe it is not the responsibility of the teacher to fix the woes of society – that knowledge takes precedence over all else. However, most educators will consider the key competencies in light of empowering students to achieve their best, experiencing success not only as a learner but personally too.
Teachers who care will make a difference in relation to learning outcomes for students. Teachers who care tend to be more holistic in their approach. They realise the importance of developing reciprocal connections: socially, emotionally and physically, and how these connections have a significant impact on growing our intellectual capacity.
Our perception of intelligence is important as it will influence how we relate to the students in our classrooms. For example, if we perceive intelligence to be innate (we have it or we don’t) the judgements we make on a daily basis will limit achievement. In contrast the Habits of Mind are based on the premise that intelligent patterns of behaviour can be taught.
Aligning the Education Ministry’s vision - for educating 21st Century learners in developing the key competencies - with the philosophical goals of the Habits of Mind, enables students to develop habits of behaving intelligently. The Habits of Mind are a composite of a variety of skills, attitudes, behaviours and values, and are influenced by past experiences and inclinations.
Key Competencies and Habits of Mind both…
§ Include knowledge, skills, attitudes and values
§ Create and critique knowledge
§ Aim to develop common good and social responsibility
§ Enlist performance-based actions, behaviours, choices and assessment
§ Develop dispositions for life-long learning
§ Develop critical reflection skills
§ Integrate the holistic and complex
§ Focus on identity: the student voice
§ Makes links to others, home and the world they live in
§ Use knowledge to carry out meaningful tasks
§ Explicitly train learners to think
§ Value inclination, sensitivity, capability, commitment, motivation and discernment
The Habits of Mind are not a definitive list of intelligent patterns of behaviour; however, sixteen habits have been identified as a result of research of successful people in all walks of life: mechanics, teachers, entrepreneurs, salespeople, parents, scientists, artists and mathematicians.
These sixteen habits can be taught, cultivated, observed and assessed. According to Costa and Kallick, the habits are: persistence, managing impulsivity, listening with understanding and empathy, thinking flexibly, thinking about thinking (Metacognition), striving for accuracy, questioning and problem posing, applying past knowledge to new situations, thinking and communicating with clarity and precision, gathering data through all senses, creating, imagining, innovating, responding with wonderment and awe, taking responsible risks, finding humour, thinking interdependently and remaining open to continuous learning.
We draw on these habits most when faced with ambiguity, dilemmas, and paradoxes when solving complex intellectual, emotional or social problems.
The key competencies and Habits of Mind have synchronicity. The Habits of Mind are one way in which teachers can develop the key competencies in learners. Many schools are using the Habits of Mind to enable learners to think and perform at much higher levels, thus achieving more.
Defining both concepts and describing them in our own words deepens our understanding. To begin with, it’s like being a non-English speaking student assimilated into one of our classrooms. The cultural tools, language and expectations are foreign and must, at times feel overwhelming.
Clusters of Habits of Mind can more explicitly develop the competencies. Both are best developed within a curriculum model that authentically engages students in real-world learning contexts.
The language of the competencies and Habits of Mind, the curriculum model and any thinking tools we may use with them will take time to become established. As will the expectations in relation to assessing performance.
As with the ESOL student, perhaps total immersion will enable us to make sense of these new influences better. From this a process of synthesis will enable each school to create a thinking culture that is uniquely theirs.
Infusion of the Habits of Mind and the key competencies demonstrates value and commitment to them. The culture of a Habits of Mind school would be evident in the classrooms. For example there will be:
§ posters (made by children as well as bought ones) that promote the language and heightens awareness of their attributes
§ examples of topical events and/or people used to explore and identify successful dispositions
§ rewards for use of the Habits/Key Competencies
§ behaviour management plans based on the Habits/Key Competencies
§ dual learning intentions in all curriculum areas
Capability in the Habits of Mind / Key Competencies will increase when we explicitly engage learners in using desirable dispositions in authentic contexts. Development in the competencies is complex and often context specific. We may be very persistent in achieving something we desire or enjoy, but lack it in areas that are not as intrinsically motivating. Research suggests that for us to internalise deep understandings and successful dispositions we must be placed in positions where we transfer and apply what is known into new situations.
Students will become more sensitive to employing intelligent patterns of behaviour when they realise the value for themselves. Their commitment to improving their performance will become more consistent.
Thoughtful planning to engage students with particular dispositions in authentic contexts takes time and is best shared with colleagues. Plans like these are not recipes; they require us to research and define the essence of the Habit of Mind and then design learning experiences where the students are caused to use the disposition. The role of the teacher is critical. The teacher is required to model successful dispositions and to facilitate co-construction of understanding rather than being a dispenser of knowledge.
Teachers are practical and busy people. Real strategies and proof that these newer influences will make a difference in student outcomes cause us to become more committed. More importantly though, is teacher passion for the Key Competencies and excitement in relation to further developing them in ourselves and in the young people we are responsible for.